Transcript NYSED August 4-5, 2011 Teaching & Learning Solutions

Lead Evaluator of Teachers
Training: Session 2
SEPTEMBER 20, 2011
facilitated by
Dr. Heather Sheridan-Thomas
TST BOCES Network Team
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Session 2 AGENDA
• Overview of 9 Criteria for Lead Evaluator Training
• Reminder of Priorities of the Frameworks
• Observation Practice 1
• Scripting, Checking, Categorizing
• Asking Clarifying Questions
• Leveling the Performance Based on a Rubric
• Observation Practice 2
• Scripting, Checking, Categorizing
• Asking Clarifying Questions
• Leveling the Performance Based on a Rubric
• Wrap Up & Evaluation
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FFT Rubrics-ASCD
Workshop Objectives: SESSION 2
Participants will:
• Understand the 9 APPR criteria for Lead Evaluator Training
& how BOCES training will address these
• Remember/reconsider the common priorities underlying the
rubrics
• Practice observation skills, focusing on:
• Evidence collection & self-check
• Alignment of evidence with Standards & Domains
• Asking clarifying questions to promote professional
reflection & growth
• Leveling the teacher’s performance based on a rubric
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement
• Constructivist Learning
• 21st Century Skills
The LEARNING is done by the LEARNER!
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• TASK: For your assigned priority, work with your
partner/group to come up with:
• A brief definition
• A few “look-fors” for observing this priority in the
classroom ( you can pick a grade &/or subject)
• If possible, an example you have observed in a
classroom
PRIORITIES = Cognitive Engagement, Constructivist
Learning, 21st Century Skills
Developed by Teaching Learning Solutions, Inc.
FFT Rubrics-ASCD
Priorities of the Rubrics
• Cognitive Engagement
• “Effective” = students must be cognitively engaged
• “Highly Effective” = cognitive engagement PLUS metacognition and student ownership of their learning
• Constructivist Learning
• Effective and Highly Effective = evidence of learning
experiences designed to facilitate students’ construction of
knowledge & connections to prior knowledge.
• 21st Century Skills
• Effective and Highly Effective = evidence of application of
21st Century college & career-readiness skills and
dispositions
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FFT Rubrics-ASCD
6
Observing Practice
• Observe the video
• Collect evidence, especially
evidence of Domain 3:
Instruction// Standard 3:
Instructional Practice
• Be prepared to share your
evidence
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Checking Evidence
• Use the self-check questions to review your evidence
collection
Have I recorded only facts?
Is my evidence relevant to the criteria being examined?
Whenever possible, have I quantified words such as few,
some, and most?
Have I used quotation marks when quoting a teacher or
student?
Does my selection or documentation of evidence indicate
any personal or professional preferences?
Have I included any opinion (in the guise of fact)?
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FFT Rubrics-ASCD
Observing Practice: Sorting
Evidence
• With a partner, sort your
evidence so that it aligns
with the appropriate criteria
in your rubric for instruction
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FFT Rubrics-ASCD
Observing Practice:
Clarifying Questions
• With your partner, develop questions you
have about the lesson you observed that
must be answered before you rate the
teacher’s performance.
• Be prepared to share one or two of your
questions.
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Question Review
• Review the questions you and your partner created
• Be sure to frame your questions to ensure that they are
designed to promote a climate of professional inquiry
• Consider the following:
• How does the question make you feel?
• How might the teacher respond to the question?
• Revise your questions as necessary.
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FFT Rubrics-ASCD
Leveling Teacher
Performance
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The Evidence Cycle
COLLECT
DATA
(Evidence)
SORT TO
ALIGN
WITH YOUR
FRAMEWORK
Interpret:
Clarify
Conclusions
NO!
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FFT Rubrics-ASCD
Levels of Performance
• Unsatisfactory / Ineffective – Teaching shows evidence
of not understanding the concepts underlying the
component - may represent practice that is harmful requires intervention
• Basic / Developing– Teaching shows evidence of
knowledge and skills related to teaching - but inconsistent
performance
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FFT Rubrics-ASCD
Levels of Performance
• Proficient / Effective- Teaching shows evidence of
thorough knowledge of all aspects of the profession.
Students are engaged in learning. This is successful,
accomplished, professional, and effective teaching.
• Distinguished / Highly Effective– Classroom functions as a
community of learners with student assumption of
responsibility for learning.
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FFT Rubrics-ASCD
Debrief and Closure
• Next steps –
• Future sessions at BOCES
• How are you sharing this information with
teachers?
• Got It/Want It/Questions
• Please remember to complete the workshop
evaluation
Thank you for your participation!
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FFT Rubrics-ASCD